Conditions of Use
This book covers the overlap that exists in teaching mathematics and teaching emergent bilinguals. It addresses a lot of practical needs of teachers and the major theoretical concepts of teaching multilingual learners without getting bogged down... read more
This book covers the overlap that exists in teaching mathematics and teaching emergent bilinguals. It addresses a lot of practical needs of teachers and the major theoretical concepts of teaching multilingual learners without getting bogged down with too much terminology and theory. On the other hand, it doesn't fully cover the two topics individually. For a methods course in teaching math you might need more specific strategies or methods for teaching a wide variety mathematical concepts/standards in general, for example. The same could also be said for a methods course in teaching emergent bilinguals, but the overlap is covered nicely, and I could see it used as a supplemental text or resource in either of the two types of methods courses.
There are a lot of additional resources linked within the text to extend learning on the topic, but also to verify and clarfiy data and terms that are used.
The book includes links to external sites and resources that will likely be updated by a third party.
The book is very clear and easy to follow for either an undergraduate or graduate-level course.
I found no discrepancy in the terms or concepts used.
I could see an instructor easily pulling sections of the text for use in class individually, but it could also be used in its entirety.
The book starts with the basics of teaching emergent bilingual students, and then gradually adds strategies for how those basics are applied to math.
I found no issues in the online or pdf version.
I didn't find any noticeable grammatical errors.
The text is very relevant and inclusive.
Overall, I was surprised by how much I liked this text. Even though the topic intrigued me, I couldn't imagine how an entire textbook could address the overlap between teaching math and teaching emergent bilingual students. However, the book did a great job of giving math teachers with mutlilingual learners practical ideas and a basic theoretical understanding of both.
The Authors develop the content in a logical order. They start with the definition of ELLs and their current situations in math class. Then they provide some strategies on how to teach math to those students. They close by connecting learned... read more
The Authors develop the content in a logical order. They start with the definition of ELLs and their current situations in math class. Then they provide some strategies on how to teach math to those students. They close by connecting learned mathematics to emergent bilingual families and communities. The authors also give some case examples and stories, making this book fun to read. I was impressed by one of the stories about a student who had a language gap with his mother. He did not learn the household language at school. Eventually, he lost effective communication with his mother because she did not know English. These kinds of examples make us seek a better way to educate emergent bilingual students, especially in a math class. Overall, it is an excellent book for preservice teachers, school educators, and others who work with K-12 students.
The content is accurate in this book. The authors make a precise clarification of using the Emergent Bilinguals(EB) instead of English Language Learners (ELLs). Even though the two terms are interchangeable, the phrase “ Emergent Bilinguals” indicates the authors' respect for English language learners without bias. One thing that could be considered is that the acronym “ELLs” may be more familiar to readers from other areas and regions.
Authors embed links to other resources, which help readers to understand the content thoroughly.
The authors convey concepts in a well-defined manner. I really like the table 5.1 in chapter five, which provides a framework for analyzing word problems.
Each chapter is well written with a consistent format. It starts with pre-reading questions, and ends with post-reading questions, except for chapter five. I did not see post-reading questions in that chapter. Additionally, the authors should be consistent in using the acronym EB for Emergent Bilinguals. The whole phrase is still used somewhere in the book after EB is clarified.
The layout of subheadings in each chapter is in a clear and logical manner. Each individual section is easy to take out as a separate part. Then it can be reused or reorganized for other purposes. I would like to use the section “Who are ELLs” in the introduction chapter for my C&I 311 course titled ELL and Language Acquisition for Elementary Teachers.
This book is well organized. Each chapter is developed from the previous one. The content in each chapter flows very well.
The book is easy to follow and access-friendly. I only found one link to “CRMT_TM Tool” in chapter two that did not work for me.
In general, the book is well written. I read through it and have not noticed any grammatical errors.
I appreciate the authors incorporating their teaching experiences and diverse backgrounds when writing this book. The topics in this book bring awareness to educators about emergent bilinguals.
I am glad the authors brought up the topic of power. If they could relate this to sociocultural theory and have a deep discussion about power and identity, that could make the content in-depth.
This book is for mathematics teachers, teacher educators, and others working with K-12 students from different cultures and languages. The authors provide definitions of various terms relevant to English Language learners and mathematics learning,... read more
This book is for mathematics teachers, teacher educators, and others working with K-12 students from different cultures and languages. The authors provide definitions of various terms relevant to English Language learners and mathematics learning, discuss guiding theories of culturally sustaining pedagogy, and strategies for teaching mathematics to English Language Learners. The authors provide different classroom scenarios which prompt the reader deeply think about effective teaching strategies and the connections between learning mathematics and students’ families and communities. Every chapter begins and ends with Thinking Questions which help the reader make connections among the different chapters. The authors provide numerous resources in the form of videos and web links to research projects working on the mathematical learning of English Language learners.
The content is accurate and well suited for mathematics in-service teachers, pre-service teachers, and teacher education programs.
Weblinks to past and current research projects and embedded videos make the book a live textbook. Updating the links would be relatively easy and would increase the book’s relevance and longevity.
Ideas and concepts are presented in a clear manner. New words and acronyms are well defined.
Every chapter has pre and post-reading questions. This format is maintained. The post-reading questions at the end of every chapter prepare the reader for the next chapter. Chapters are neither too lengthy nor short which makes the book an interesting read.
All chapters have the same structure and are of reasonable length. The content can be divided into sections and the instructor can use the content to create classroom activities. The content flows well and each chapter connects well with the previous and following chapters.
Each chapter builds from the previous chapter. The content is presented in a clear and logical way.
The book is user-friendly. All web links were accurate and images were clear. Videos embedded in the text were relevant and appropriate to the content discussed in the chapter.
The writing is simple, of good quality with no grammatical errors.
I appreciate how the authors provide culturally relevant examples, compare mathematical notations between the US and other countries, and present classroom scenarios that are inclusive of a variety of races and backgrounds.
Authors provide a clear outline of comprehensive topics related to language learning and mathematics. There are clear justifications for why specific terminology is relevant. In addition, there is extensive coverage of terms relevant to... read more
Authors provide a clear outline of comprehensive topics related to language learning and mathematics. There are clear justifications for why specific terminology is relevant. In addition, there is extensive coverage of terms relevant to mathematics, processes content learning, and numerous considerations that classroom teachers need to make to effectively work with language learners.
Authors provide adequate evidence as justification for assertions. The authors make a clear case to support how teachers may support language learning in a mathematics class. Their citations are accurate and justified.
Authors take clear advantage of multimedia presentation for their publication. I appreciated how links embedded in their book provided more depth to content.
While for the most part this text was clearly accessible, the one caveat that I would have to address is the lack of explanation of acronyms. For example, there is not a clear indication of how EB was initially used in this text. By providing clear reference to initial uses of acronyms, this would improve clarity.
Overall, this text is comprehensive in scope of language learning topics. I cannot speak for how the text would be received by a content specialist, in this case a teacher of mathematics, however, the text does address salient topics that affect language learners relevant across content. I would be inclined to share this text with other content teachers, for example, science or social studies, with the intention to show examples of how to approach language instruction through content.
I appreciated the sections which were consistent in length and depth. In addition, for each section there were discussion questions as a guide before as well as after reading. This structure helped facilitate interaction with the text.
Great organization of text. The topics progressed and built on each other cohesively.
Links provided in the text were clear. The authors state accurately that the text could be read without using the links to material not included. Overall, organization allowed for a clear reading experience.
I did not observe any issues with grammar in this text.
Authors provided references to multiculturalism in their content and examples. I can appreciate how their references address a wide audience while being cognizant that bias is sometimes a topic education needs to address.
This text offers valuable information connecting language learning and mathematics instruction. I plan to include this text as a resource for the preservice and in-service teachers with whom I work.
The book is intended for pre-service and in-service teachers of Mathematics, as well as others working with K-12 students with diverse cultural and linguistic backgrounds. The text provides theoretical foundations and looks at several practical... read more
The book is intended for pre-service and in-service teachers of Mathematics, as well as others working with K-12 students with diverse cultural and linguistic backgrounds. The text provides theoretical foundations and looks at several practical aspects of educating English language learners in Mathematics, including specific challenges they face in the classroom, culturally sustaining pedagogy, teaching practices and strategies with a special focus on participation, and connecting learning Mathematics to students’ families and communities. The authors suggest a number of relevant web resources, such as TODOS Mathematics for All. A separate section provides links to resources for parents and schools. Adding an index/glossary would be beneficial.
Overall, the content is accurate. Although the authors explain why they prefer to use the term “emergent bilinguals”, the terms “English language learners” (ELLs) and “emergent bilinguals” (EBs) are sometimes used interchangeably and/or in the same context in several chapters of the book.
The content is likely to stay current if materials in the links and references are periodically updated.
Most ideas and concepts in this text are presented in a clear manner. The details and culture-specific examples contribute to the overall comprehension. Since the term “emergent bilinguals” is used in the book title, while the term “English language learners” is also utilized sometimes, the book would benefit from a brief explanation when the terms ELLs and EBs are being used interchangeably. This would make it especially relevant to readers in other countries. The audience of practitioners will appreciate more specific explanations of theory in concrete terms.
Every chapter has the same logical and predictable structure with easily identifiable key elements. For instance, there are pre-reading and post-reading questions in each chapter. The terms "English language learners" (ELLs) and "emergent bilinguals" (EBs) are occasionally used interchangeably and/or in the same context/chapter.
The text is presented in chapters of reasonable length. With the exception of chapter one, the rest of the chapters could be assigned in any combination with minimal modifications. This provides flexibility for instructors and allow professors to rearrange the sections as needed.
The presentation of topics in the text is logical. Dividing occasional long paragraphs into smaller paragraphs would make the information easier to follow and more reader-friendly.
Several formats (online, PDF, e-book) are available to the reader. The book is very easy to navigate. The user-friendly interface makes the book conveniently accessible.
Overall, the writing is of good quality, without grammatical errors. The text follows the standard conventions.
Both authors come from diverse linguistic and cultural backgrounds, and this allows them to share valuable insights. The book contains culturally relevant examples, such as word problems and comparison of mathematical notations between the U.S. and Latin American countries, making it especially beneficial for practitioners.
Table of Contents
1. Emergent Bilinguals in Math Class
2. Culturally Sustaining Pedagogy for/with Emergent Bilinguals
3. EB-focused Strategies and Challenging Tasks
4. Power & Participation of Mathematical Discussion
5. Translanguaging & Word Problems
6. Connecting Learned Mathematics to Emergent Bilingual Families and Community
About the Book
This book is designed for pre-service/in-service teachers and others who will work or work with K–12 students who have linguistically and culturally diverse backgrounds, especially students of other languages (English language learners/Emergent bilingual/multilingual). The core concept of this course is helping teachers understand the needs of various Emergent Bilinguals (a.k.a. English language learners (ELLs)/English Learners (ELs), learn to use their language and culture as a resource in mathematics classrooms and implement research-based instructional strategies that are effective to teach mathematics for Emergent Bilinguals.
About the Contributors
Ji-Yeong I, Iowa State University
Ricardo Martinez, Iowa State University